blended or flipped

Blended or Flipped Classrooms

Blended instruction, flipping your classroom, creating tutorials, and homework in class!

Virtual Education is defined as instruction where students and teachers are separated by time or space, or both, and the teacher uses a Learning Management System (LMS) such as Moodle/Blackboard/Schoology to deliver instruction. Through one of these systems, teachers can offer blended instruction (face to face instruction that includes access to materials on a LMS) or offer fully online courses. 

The teacher may also use other tools (Wikis, Blogs) and Video Conferencing to communicate with the students. 

Wouldn't it be wonderful if we could record our lessons and post them for students to watch? Have you ever thought about what students do when they get home and have a question? Where can they get help? Do you have a problem with students who don't complete their homework? The move to blended instruction/virtual instruction, or using both online and face-to-face instruction, is transforming education. It is also causing a shift in the responsibilities and roles of both the teacher and the student.

What is a Blended Classroom?

A National Education Association (NEA) Policy Brief  on blended learning states:

Blended learning (aka hybrid and mixed-mode) is an environment in which:

  • A student learns in a blended model of face-to-face instruction with a licensed teacher and technology-based instruction that best meets the educational needs of the student.

  • During the technology-based instruction, under the guidance of the teacher, the student has control over the time, place, path and/or the pace of the curriculum to form an integrated instructional approach.

Watch the following video to learn more about blended learning in the classroom.

We also suggest that if you are interested in learning more about blending your classroom that you check your local ISD for the Blended Learning in the Classroom Course (BLiC) a REMC Association project. 

What is a flipped classroom?

Teachers who have flipped their classrooms either create or link to content related instructional materials and post them to a web site or learning management system for students to view outside the school day. By having students view the videos and learning resources at home, teachers use class-time by helping students apply or practice the learning. Activities that have been traditionally assigned as homework are now done in class with the teacher's support. Teachers have begun using this model for providing sub plans

About the Flipped Classroom

Johnathan Bergmann and Aaron Sams are considered the originators of the flipped classroom. Watch their video above about the Flipped Classroom.

Elements of the Flipped Classroom- The A-Z of Flipping the Classroom:

  • students need to understand the expectations

  • provide textbooks for a reference

  • provide overview of grading (e.g. most flipped classrooms use mastery learning)

  • create a web presence to post your instructional material (e.g. Face of the Classroom)

  • locate a place to host your videos (e.g. Vimeo,, your web site)

  • locate a screencasting tool to record your videos; include headset and webcam

  • storyboard your lesson and practice, practice, practice!

  • create videos which are 3-5 minutes (lengthy videos lose attention)

  • create online assignments and assessments to accompany video

  • provide meaningful classroom activities so that students are engaged during class time rather than doing homework without learning

Getting Started with the Flipped Classroom- Review the following Flipped Classroom Resources:

Content for the Flipped Classroom

Consider videos (link to or create your own), interactives, visual learning, online textbooks or articles, web links/resources, and more.  

Creating Your own Videos

screencastomatic Screencast-o-Matic is totally web-based, and easy to use. It works with both PC and Mac computers. It was used to record the screen for the Presentation Tools demonstration. 

Pre-recording tips

1. Decide what one or two things you want your audience to learn (keep it simple).

2. Create a storyboard or outline of the content you plan to show or demonstrate, and write a script before you begin recording. (Storyboard_template.doc)

3. Practice what you will say and show several times until it is smooth

4.  Make a trial recording and play it back. Are the answers to these questions yes?

  • Is the purpose of the recording clear? Does it tell what it will be about at the beginning?

  • Does it explain or teach what was planned?

  • Is there a summary at the end?

  • Is the audio clear?

5. Now have a friend or colleague watch it and see if they also answer those questions with a yes.

6. Celebrate your success! Reflect on how you could improve it in the future. Think about your educational setting and how you can apply this in the future (or even tomorrow).

This link will take you to additional demo and how-to videos. Watch the video below created by Carolyn McCarthy to learn how to use the resource (direct link to the video).

note: In order to use Screencast-o-Matic your internet browser must have have the most up-to-date version of Java. Follow the prompts when you open Screencast-o-Matic and install Java. 

Jing   Jing

Show me videos can be extremely helpful for learners, especially in this age of digital media. You can create and post help resources online with this free software. You can capture your screen, a photo to annotate and explain, or create a video of the steps that students need to follow. Although Jing is free, you must install the software to your computer and your videos cannot be longer than 5 minutes long.

Resources for editing and posting video

If you want to edit or produce your own videos, there are instructions and resources in the Additional Resources for Blended or Flipped Classroom.

Check out additional resources for Blended or Flipped Classrooms

Learning Objectives

After completing this Thing, the educator will:

  • Know the elements of various models in a blended environment

  • Understand how to create and post content and video to an online course

  • Make connections with technology standards and best practice

  • Transfer the learning to professional practice by applying these tools in an educational setting to engage students in blended/flipped classroom activities



21 Things Hands-on Activities and Assignments:

1. Select one of the screencasting tools to create an instructional video for your students. Remember the five (5) minute limit! (Storyboarding your lesson first will help). Record from your computer screen using  Screencast-o-matic, Jing, or another tool.

2. Send the link to a colleague or student to get feedback and then revise the project if needed.

3. Embed your video (or post the link) to your Face of the Classroom site.
Please Note: If you are unable to post the video to your Face of Classroom, you will need to upload it to School Tube, TeacherTube, Vimeo, Screencast, WeVideo or some other video hosting site.

4. Include the link in your digital portfolio with a brief description of how the video will enhance the instruction in your classroom.

5. Take the very short survey giving feedback for this Thing.


Addressing the ISTE Standards For Educators

1a. Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.
1c. Stay current with research that supports improved student learning outcomes, including findings from the learning sciences.

2b. Advocate for equitable access to educational technology, digital content and learning opportunities to meet the diverse needs of all students.
2c. Model for colleagues the identification, exploration, 
evaluation, curation and adoption of 
new digital resources and tools for learning.

5a. Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.
5b. Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.
5c. Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning.

6a. Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.
6b. Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field.
6d. Model and nurture creativity and creative expression to communicate ideas, knowledge or connections.

7a. Provide alternative ways for students to demonstrate competency and reflect on their learning using technology.
7b. Use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students and inform instruction.


1. Setting Objectives and Providing Feedback;
2. Cues, Questions, and Advance Organizers;
3. Summarizing & Notetaking;
4. Assigning Homework and Practice

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